Study Programmes 2016-2017
| OCEA0087-1 | ||||||||
| Satellite oceanography | ||||||||
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Duration :
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| 15h Th, 15h Pr | ||||||||
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Number of credits :
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Lecturer :
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| Yves Cornet | ||||||||
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Language(s) of instruction :
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| English language | ||||||||
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Organisation and examination :
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| Teaching in the first semester, review in January | ||||||||
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Units courses prerequisite and corequisite :
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| Prerequisite or corequisite units are presented within each program | ||||||||
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Learning unit contents :
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| See educational commitments of the two component courses:
OCEA0059-Aa: Introduction to satellite oceanography, 15h Th, 15h Pr OCEA0059-Ba: Advanced satellite oceanography, 15h Th, 15h Pr<br /><br /> As this course is geared towards students with very different technical and scientific backgrounds, its goal will be to provide a common theoretical ground of general concepts used in the processing of digital images recorded by satellite sensors. We have decided to concentrate our programme on these aspects because satellite oceanography is a very broad field of study, dealing with the observation of water bodies using sensors that detect visible light, reflective infrared, thermal infrared, and microwaves (hyperfrequencies - RADAR imagers). These sensors can also be considered as amospheric sounders or imagers. The atmospheric sounders are often used to identify the weather conditions in order to model radiative transfers through the atmosphere. Processing data from such atmospheric sensors requires advanced knowledge in atmospheric and aerosol physics. Another field of satellite oceanography aims at defining a geoid model and measuring the sea surface height above/below this reference geoid, while filtering disruptive effects (waves, tides, etc.). This is achieved by applying advanced concepts of geodesy, analysing the satellites' trajectories using their height measurements as provided by altimeters (e.g. RADAR altimeters) and their position and attitude as provided by orbital positioning systems (e.g. DORIS) and by inertial measurement units (IMU) or star trackers. In addition, the processing of data acquired using e.g. SAR systems, which provide a phase and an amplitude, calls upon complex theoretical notions of signal processing. This is why, for the introductory course, we have chosen to only study the data produced by image sensors that detect visible light and infrared. As this course is aimed at oceanologists and limnologists, it will be illustrated by examples that are specifically related to these fields of research. In addition, as the data acquired is geolocalised, we will also explain general concepts of digital and mathematical cartography and spatial analysis, which are essential in order to analyse the data. Whether the images are used to observe land, lakes, seas or oceans, and whether the phenomena studied are physical, biological or anthropic, it is essential that students learn the general theory of image processing, regardless of spatial and time aspects (or geographical aspects). This is what the theoretical part of the course focuses on. Most of these concepts are applied through the use of software tools during the supervised practical part of the course. The course's general outline is as follows: I. Introduction 1. Definition 2. Brief history 3. Satellite movements 4. Nature of the signal 5. Some satellites and sensors II. Monogenic image processing 6. Concept of digital image 7. Monogenic image visualisation 8. Contrast enhancement 9. Geometric corrections 10. Radiometric corrections 11. Spatial image filtering III. Polygenic image processing 12. Polygenic image visualisation - coloured composites 13. Arithmetic indices and operators 14. Polygenic transformations 15. Image classification IV. Examples of applications (informational part of the course) 16. Nature of oceanographical satellite information 17. Classification of the shallow water seabed 18. Bathymetry 19. Ocean colour (OC) 20. Sea surface and lake surface water temperature (SSWT and LSWT) 21. Sea surface height (SSH) 22. Radar imaging (state of the sea surface) 23. Front detection 24. Analysis of temporal series and teleconnections<br /><br /> This practical course consists in brief theoretical introductions, followed by practical exercises on various techniques related to the observation of oceans, mainly ... |
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Learning outcomes of the learning unit :
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| * Understand the data acquisition process and the nature of the information recorded by imaging sensors used to observe lakes, seas and oceans.
* Know the main types of processing used for these images * Understand why images are processed for oceanological purposes and interpret the meaning of the processes used * Master the features of specific software tools allowing to apply these processes * Given the diversity of the students attending this course, the requirements in terms of theoretical knowledge are not as high as could be expected from an expert who designs original solutions, and emphasis is rather placed on practical aspects. Still, students should follow basic scientific standards (rigoyr and reliability) and our expectations will obviously be tailored to each student's background.<br /><br /> * Understand the nature and the oceanological meaning of the data recorded by sensors studied in the course, as well as the various levels of processing used. * Follow standard processing protocols and understand their limits and how they work. * Understand the relevance of the processes' results and interpret their oceanological meaning. * Learn how to use the features of software application that perform these processes. |
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Prerequisite knowledge and skills :
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| The course builds upon basic skills in mathematics, statistics, spatial analysis, mathematical and numerical cartography, and physics. Students should also have an interest in computer science and programming.
Students will also be helped by the mindset they have acquired through various scientific courses (mathematics, statistics, physics, spatial analysis, etc.) and technical courses (numerical methods, programming, cartography, etc.) of former academic programmes or even secondary education. Nevertheless, the variety of backgrounds among the students who generally enrol in this course will certainly require that the teaching be adapted and that many refreshers be provided in these fields. In addition, students are given the opportunity at the beginning of each class to ask questions about the content from the previous class. It is therefore up to students to act professionally and go through their notes every week in order to identify potential points of confusion.<br /><br /> The course builds upon the skills acquired during the introductory course on satellite oceanography. All the prerequisites of this introductory course are of course required for the advanced course. Students must also have an interest in using digital tools, as well as basic training and practical experience in programming. However, due to the variety of scientific backgrounds among the students who enrol in this class, the teaching will be adapted to the students' needs. Students will also be helped by the mindset they have acquired through various scientific courses (mathematics, statistics, physics, spatial analysis, etc.) and technical courses (numerical methods, programming, cartography, etc.) of their former academic programmes or even secondary education. The oceanographical interpretation of the results of the methods used in class will rely on knowledge of lake, sea and ocean hydrodynamics, physical oceanography, and climatology... If necessary, students will search through the scientific literature in order to carry out this interpretation. |
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Planned learning activities and teaching methods :
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| The theoretical part of the course is given as lectures. We also offer students an exercise book, featuring numerical examples illustrating the various methods studied during the lectures. Their goal is to help students understand the theoretical concepts that we have identified over the years as being the most difficult. Examples of solutions are provided. The exercises can be done using the calculation or programming tools that are known to the students (Excel, programming languages learned in IT class, scientific calculators, etc.).
The practical part of the course consists in assignments that are mostly completed using Idrisi. It illustrates almost all the methods presented during the theoretical part of the course. Classes alternate between practical work and theoretical lectures. Students are also given standard exercises and datasets similar to those used in the practical assignments, along with the solutions, so that they can autonomously assess their ability to use the software before the exam. Students are free to use the university's Idrisi license as well as other software applications through the ULg's VPN. For information on how to access these applications, students can visit the following web page: http://www.gitan.ulg.ac.be/cms, which also features the timetable of the computer room (B5a/4/18). Students can also use other rooms (B5a/2/35), and may contact the Geomatics unit if they wish to practise or advance in their practical assignments.<br /><br /> The theoretical introduction of each topic will consist in a lecture before each exercise. The theoretical concepts and the technical protocol will be explained. The practical assignment will be done using various software tools (SeaDAS, Idrisi, MATLAB and/or Python). They will be organised as projects, and supervised at all times by the teaching staff in order for students to self-assess their skills by closely interacting with teachers. These practical assignments will also attempt to foster the students' curiosity and ability to come up with original solutions. Students are also free to use the university's Idrisi license as well as other software applications through the ULg's VPN. For information on how to access these applications, students can visit the following web page: http://www.gitan.ulg.ac.be/cms, which also features the timetable of the computer room (B5a/4/18 and B5a/2/35). Students may contact the Geomatics unit if they wish to practise or advance in their practical assignments. In addition, they may use other open software resources available online (SeaDAS, R, QGIS, Octave, Python...) to independently develop the specific skills required for this study programme. Whenever possible, we encourage students to install these resources on their personal computers. |
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Mode of delivery (face-to-face ; distance-learning) :
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| The course consists mostly in face-to-face classes, but students can install open software on their laptops and use the ULg's licenses in order to progress as their own rhythm outside of class and the academic environment. Attendance is mandatory. Classes are held in room B5a/4/18 or B5a/2/35.<br /><br /> The teaching activities are mostly face-to-face, but students can install open software on their laptops and use licenses available from the ULg, thereby learning at their own pace outside class. Attendance is mandatory. Classes are held in rooms B5a/4/18 or B5a/2/35. | ||||||||
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Recommended or required readings :
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| MATHER P.M., 1999. Computer Processing of Remotely-Sensed Images. 2nd edition. Wiley, Chichester, 292 p.
RUSSELL G. CONGALTON & KASS GREEN, 2008. Assessing the Accuracy of Remotely Sensed Data: Principles and Practices. CRC Pres, Second Edition. Platform of Earth Observation (BELSO) : http://eo.belspo.be/ (viewed on 14/8/2014) Landsat 7 handbook : http://landsathandbook.gsfc.nasa.gov/ (viewed on 14/8/2014) Landsat 8 documentation: http://landsat.usgs.gov/landsat8.php (viewed on 14/8/2014) Landsat Science : http://landsat.gsfc.nasa.gov/?page_id=11 (viewed on 14/8/2014) NOAA documentation: http://www.ncdc.noaa.gov/oa/pod-guide/ncdc/docs/intro.htm (viewed on 14/8/2014)<br /><br /> Students are, of course, encouraged to gather scientific and technical documentation in addition to the material provided in class (online literature, software help resources, online forums, reference books, etc.). |
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Assessment methods and criteria :
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| An ongoing non-certifying self-evaluation is carried out during demonstrations and exercise sessions, through close interaction between students and teachers. In addition, students have a book featuring numerical exercises with solutions on the one hand, in order to assess their own theoretical knowledge, and exam-type questions with solutions on the other hand, in order to test their skill in using the Idrisi software application to solve a problem that is new but similar to those seen during practical classes.
The certifying evaluation will consist in an oral exam on the course's theoretical content and a problem to solve, similar to those given during practical classes. Each part of the evaluation is worth 50% of the final mark. This standard evaluation procedure may however be modified in agreement with the students, who will be notified of any change. The assessment criteria are as follows: Clarity, coherence, logic, rigorousness, precision, completeness, brevity, relevance, cross-cutting nature (within the course and between courses), quality of mathematical (mathematical meaning of the different coefficients of the equation, e.g.), physics (dimensions and units, order of magnitude - scaling, e.g.) and geographical (mono and multivariate spatial and temporal interaction and meaning - type - of the variables e.g.) interpretations. Furthermore, answers will also be evaluated based on the quality and the originality of the graphic illustration since graphic expression is the scientist's specificity. It further allows demonstrating a good understanding of the phenomenon. Finally, enriching an answer with a rich personal scientific culture will also be considered a factor of excellence in the assessment.<br /><br /> A non-certifying evaluation is carried out throughout practical classes, as a close interaction between students and teachers. The certifying evaluation will consist in a personal presentation using digital slides, during the January exam session. It will deal with the three topics studied in class, and the teaching staff will ask questions about the presentation. This standard evaluation procedure may however be modified in agreement with the students, who will be notified of any change. The assessment criteria are as follows: Clarity, coherence, logic, meticulousness, precision, completeness, brevity, relevance, cross-cutting nature (within the course and between courses), quality of mathematical (mathematical meaning of the different coefficients of the equation, e.g.), physics (dimensions and units, order of magnitude - scaling, e.g.) and geographical (mono and multivariate spatial and temporal interaction and meaning - type - of the variables e.g.) interpretations. Furthermore, answers will also be evaluated based on the quality and the originality of the graphic illustration since graphic expression is the scientist's specificity. It further allows demonstrating a good understanding of the phenomenon. Finally, enriching an answer with a rich personal scientific culture will also be considered a factor of excellence in the assessment. |
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Work placement(s) :
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| xxx<br /><br /> xxx | ||||||||
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Organizational remarks :
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| Classes are held on Monday morning during the first term. Theoretical lectures alternate with supervised practical work classes. Attendance to the practical classes is mandatory.<br /><br /> Ideally, classes should begin after the introductory course; however, practical considerations related to the MER master mean classes must be held during the first term. This will not be a problem for students in the second year of the master in oceanography, but for students in the MER master this course will have to be held at the end of the term, so that enough progress will have been made in the introductory course. The scheduling, which is unfortunately not ideal, will be determined based on the timetables of students in the second year of the master in oceanography and the MER master, as well as on the availability of computer-equipped classrooms and the teaching staff. | ||||||||
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Contacts :
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| Yves CORNET, Professor
Geomatics unit, 17 (B5a), Allée du 6 Août, 4000 Liège Phone #: +32 4 366 53 71 E-mail: ycornet@ulg.ac.be Web: http://139.165.44.35/cms/index.php<br /><br /> Yves CORNET, Professor, and Nadia PONCELET, assistant. Geomatics unit, 17 (B5a), Allée du 6 Août, 4000 Liège Phone #: +32 4 366 53 71 E-mail: ycornet@ulg.ac.be - nadia.poncelet@ulg.ac.be Web: http://139.165.44.35/cms/index.php |
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